Emotional & Social Development
Toddler & Preschoolers
Emotional Development Determined by primarily two factors:
Emotional Development
Temperament
(Heredity)
Experiences(Environment
)
EVERY CHILD IS DIFFERENT!!!
Eighteen Months Self-Centered—Thinking of one’s own
needs and wants and not those of others.
Eighteen Months Self-Centered—Thinking of one’s own
needs and wants and not those of others.› Children begin to learn that some needs
and wants will not be met right away or at all
Eighteen Months Negativism—Doing the
opposite of what others want.› Saying “no” is the
child’s way of feeling in control over his or her world
NO!
Eighteen Months Temper Tantrum—when
children release anger by screaming, crying, kicking, pounding, and sometimes holding their breath› Begin around this age
and may continue until age 3 or 4
› Parents should help children find calmer ways of expressing feelings
Eighteen Months Causes of Negativism:
› Desire for Independence› Frustration› Realization of Being a Separate Person
Eighteen Months Negativism can cause a battle of wills
between child and parent!
Eighteen Months Positive Guidance Techniques for
Negativism:
Give Choices• Allows child to
have control• Limit to 2
options
Redirect• Distract them
from the “issue”• Return when
child is calmer
Encourage Talking• Help them
communicate feelings
Eighteen Months Separation Anxiety—Fear of being
away from parents, caregivers, or the normal environment
Eighteen Months Empathy—the ability to understand
how another person feels
Two Years2 year-olds are less
negativeSpeech and motor
skills have improved, which eases frustration
They are better able to wait for needs to be
met
They seek approval and praise and express
love and affection freely
Two and One-Half Years2 ½ year-old children go through
another, even more difficult phase
They are learning so much they often feel
overwhelmed
They struggle with immaturity and a need
for independence
They have a need for consistency and feel
insecure when routines are not followed
Three Years3 year-olds are generally happier
and more cooperative and considerate
More willing to take direction from others; Want to win the praise and affection of others
They have far fewer temper tantrums
They enjoy talking to others, their toys,
imaginary friends, and themselves
Three and One-Half YearsChildren often become suddenly
insecure and fearfulOften afraid of the
dark, imaginary monsters, strangers,
or loud noises
May start self-comforting habits, like thumb sucking or
nail biting
May try to control their environment by giving
insistent demands
Three and One-Half Years Phobia—an unexplainable and illogical
fear
Phobias Do you have any
phobias? Do you think
phobias are learned or can be taught?
Four Years Most are still very self-centered They may be defiant, bossy, and
impatient They may also be very loving and
affectionate
Four Years Four-year-olds have an active
imagination› Most 4-year-olds cannot separate fantasy
from reality› This brings them much joy but can also
lead to fears
Five Years Children have begun to view
themselves as a whole person, with a body, mind, and feelings› They may be eager to explore the world,
yet fearful of the unfamiliar The start of kindergarten may bring on
anxiety and stress They also feel more empathy toward
others, which aids in social development
Specific Emotions
Anger Young toddlers don’t direct anger
toward a person, but around age 2 or 3, they may begin kicking or hitting other people.
4-year-olds may be very physically violent, but 5-year-olds are more likely to try to hurt another child’s feelings rather than hurt them physically.
Jealousy Young toddlers do not show signs of
jealousy, but they increase as the child gets older and peak around age 3.
Children are often jealous of parents’ attention towards siblings.
A younger child may revert to younger behaviors like bed-wetting or baby talk, while an older child might resort to tattling, lying, or boasting.
Fear Children may experience different fears
at different times, and some are useful since they keep the child from danger
Young toddlers’ fear may focus on strangers and separation from parents
Preschoolers’ fear often focuses on imaginary dangers, such as ghosts or monsters. They may also fear new situations or being abandoned.
Love and Affection The relationship toddlers have with
others forms their ability to love later in life.
Love is first focused on those who satisfy needs and later expands to pets, siblings, and others outside the family
Social Development
Social Development Socialization—the process of learning
to get along with others Self-discipline—the ability to control
one’s own behavior Autonomy—Independence; Children
want to be able to do things for themselves
Social Development
1-year-olds• Close relationships are with parents, caregivers and family members
Toddlers• Begin developing independence from the family; begin having opportunities to meet other children
4-year-olds• Form friendships with playmates; Can play in small groups but are often bossy and inconsiderate; Family relationships are still most important
5-year-olds• More outgoing and talkative; Can play in large groups and are more respectful of others’ belongings and feelings; Begin to care more about what their friends think and fitting in
What are some ways we can help children develop social skills?
› See pg. 338
Play is Important!
PLAY
TRUST
HONESTY
COOPERATION
TAKING TURNS
FOLLOWING RULES
COUNTING
COLORS
HAVING FUN
Types of Play Solitary Play
› The child plays completely alone and doesn’t seem to notice others
Types of Play Parallel Play
› Children are playing side-by side, often with similar toys or doing similar things, but do not interact with each other
Types of Play Associative Play
› Children are more interested in each other than in the toys
› Strong social interaction
Types of Play Cooperative Play
› Play involves organization and children work together to meet a “goal”
› Children often adopt roles and act as a group
Imagination Preschoolers often learn through
Imaginative play—fantasy or dramatic play that imitates real-life situations.
Imaginary Friends Many toddlers have imaginary friends
as early as age 2 but they are more common around age 3 or 4
They may be a “person”, animal or imaginary creature
They may have a name They may have one they keep for a
long time—several months to a year or they may have several different ones
Imaginary Friends Some parents worry that imaginary
friends are a sign the child is unable to make real friends, or cope with life, or is unhappy› Imaginary friends help kids:
Experiment with feelings Work through negative feelings Learn to examine and express feelings
Did you ever have animaginary friend?